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Showing posts with label numbers. Show all posts
Showing posts with label numbers. Show all posts

Build Number Sense With Daily Routine

There are some important number concepts that can be practiced just through our daily routine. Here are a couple of examples:

Build Number Sense With Daily Routine: There are several ways to build number sense in young students, without disrupting their daily routine. Here are some ideas.
All my students have a class number. I think it's a great way to keep things in order, plus, it plays a big role in developing counting skills!

Often, when I call on the children to line up, or to go to their next activity, I'll call the odd numbers first, then the even numbers. (Or even, then odd.)

Sometimes I'll go beyond the number of kids I have in the class so they can really hear the pattern. After a while, they anticipate the pattern I'm calling and are super ready when I get to their number.

Sometimes I'll count by 5s, then go 5s +1, then 5s +2, etc, while pointing the pattern out on our class number grid. (5, 10, 15, 20, 6, 11, 16, 21, 7, 12, etc.)

Other times I'll call a pattern like... 1, 11, 2, 12, 3, 13, and so on.  They always watch when I point these out on the number grid as I call out the numbers.

Then there are days I just call out the numbers in order, or in backward order. Sometimes I start with 1, and other times I'll just start with a child who is behaving properly (as opposed to rolling around on the floor, which second graders often see at the end of a lesson!). Then, I've been known to start with a random number off the top of my head for no reason. I like to keep them on their toes!
 

https://www.teacherspayteachers.com/Product/Color-Coded-Number-Grid-to-120-5154764?utm_source=Blog%20Post&utm_campaign=Color%20Coded%20Numbers#show-price-update


Another way I keep them thinking about numbers during their daily routine is by consistently writing odd numbers in red and even numbers in green. Why? Because red means stop!  Why do we stop for odd numbers? Because someone or something doesn't have a partner! Since the even/ odd concept is in the common core for second grade, I mention it often, and constantly bring up that odd numbers are odd because they can't be paired off. They know what it's like to be without a partner, and that personal connection helps them remember why even numbers are different from odd numbers!  (Brain research tells us this.)

Here's another thing I do that helps the children internalize number concepts: I change my jobs after each set of ten! Most teachers change their classroom jobs weekly. I used to do that, but I realized how changing after 10 days will help internalize that concept of ten for these kids, especially since sets of ten is huge in our number system!


Do you have any routines that help secure number concepts? 

How about reading concepts?


Build Number Sense With Daily Routine: There are several ways to build number sense in young students, without disrupting their daily routine. Here are some ideas.

Ten Things to do With 1000 Numbers

Understanding the concept of 1,000 is a tough one for some children.  
Ten things to do with 1,000 numbers - Here's a freebie 1,000 grid of numbers, along with several ideas to get you started building number sense with your students!

To help them out, I give each child a color coded copy of the numbers 0 - 1,000.  (Download HERE.) I also have a couple of these posted on the wall. 

https://www.teacherspayteachers.com/Product/Number-Grid-to-1000-277047?utm_source=Blog%20post%2010%20things%20to%20do%20with%201000%20numbers&utm_campaign=Numbers%209-1000
I find laminating them gives them more durability, and gives them the opportunity to write on them with their dry erase markers.  This really helps them keep track of their counting!

I thought I'd share some of the things the little ones can do with this number grid.  

1. Talk about the patterns  

Understanding the patterns of numbers really helps them understand how numbers work.  Brain research tells us that talking about those patterns internalizes those understandings.

2.  Find any number 

The more the children find random numbers on the 1,000 chart, the better they get at understanding the patterns and the way it all works. I'll use cards or dice to find a random number. If the children draw 3 one-digit cards, they can make a 3 digit number to find. So if they draw 3, then 9, then 5, they should find the number 395 on the grid. This is something children can do in a math center.

3. Add or subtract hundreds  

I keep an overhead of the same number chart in order to model how to use the number grid. With some modeling, the children can learn how to jump 100 numbers at a time. For example, if they start at 245, in order to jump 100, the tens and ones will stay the same, and the hundreds digit will increase by 1, bringing them to 345. Modeling this with the base ten blocks really help!


4. Call a number 

Have the children find it on their grids, then tell the number that is 100 less or 100 more. After some practice, they won't need the grids anymore!


5. Follow the leader  

Call a number, then have them add or subtract hundreds, tens, and ones until you're done. Hopefully, they'll land on the right number! For example, "Start on 384, add 200, subtract 30, add 100, subtract 50. What number are you on now?" (This is great for following directions as well as practicing the numbers on the 1,000 grid!)



6. Practice adding ones and tens through those tough transitions   

Transitioning from the 90s to the next set of 100 is always tough. With guidance, they can work their way counting from one hundred to the next.


7.  Modeling random numbers with the base ten blocks  

One child can randomly point to a number on the grid. The other child can act out that number with the base ten blocks. For example, if one child points to 582, the other child puts out 5 hundreds, 8 tens, and two ones. These blocks really internalize the understanding of place value, I use them all the time!

8. Make a game of it  

Children can race from 0 to 1,000. They can place their markers at 0, then with a roll of a couple of dice (making a 2 digit number), they can add that many tens and ones to make their way across the grid to work up to 1,000.  Again, the more they use the grid, the more they become more familiar with the numbers.  If they are having conversations about the numbers, it will help them understand them. (I'm already at 832, less than 200 to go!) Those conversations are important, kids need to talk in order to learn!

9. Another game  

A variation of the above game. Children can use cards to make a 2 digit number. This gives the possibility of numbers higher than 66, which is the highest they can make with 2 dice. The game could move faster. Again, this game encourages conversations about the numbers, which is exactly what we want!


10.  Number grid puzzles  

Give the children any 3 digit number. Have them fill in the numbers above, below, and beside that number as they would see it on the 1,000 grid.



As you use the grid, you'll think of plenty more things to do with this grid.  I'm sure the kids will, too!


For a "Count to 1,000" booklet, see here: 
Count to 1,000 Booklet

https://www.teacherspayteachers.com/Product/Count-to-1000-Booklet-2314760?utm_source=Blog%20post%2010%20things%20to%20do%20with%201000%20numbers&utm_campaign=count%20to%201000%20booklet





Ten things to do with 1,000 numbers - Here's a freebie 1,000 grid of numbers, along with several ideas to get you started building number sense with your students!
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